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Reinforcement-Based Reductive Procedures: A Review of 20 Years of Their Use with Persons with Severe or Profound Retardation.
O'Brien, Shirley; Repp, Alan C. – Journal of the Association for Persons with Severe Handicaps (JASH), 1990
This article reviews 49 studies describing the use of differential reinforcement procedures to reduce maladaptive responding of persons with severe or profound mental retardation. Reviewed were the differential reinforcement of (1) alternative behavior; (2) low rates of responding; (3) other behavior; and (4) incompatible behavior. Findings were…
Descriptors: Behavior Modification, Behavior Problems, Meta Analysis, Program Effectiveness
Effects on Stereotypy and Other Challenging Behavior of Matching Rates of Instruction to Free-Operant Rates of Responding.
Peer reviewed Peer reviewed
Johnson, Jesse W.; Van Laarhoven, Toni; Repp, Alan C. – Research in Developmental Disabilities, 2002
A study tested whether four students with mental retardation would substitute task-related behaviors for stereotypic behaviors when opportunity for active responding did or did not match level of motoric responding in a free-operant baseline. Students did substitute behaviors, with stereotypic behaviors occurring 1.5-14 times as much in the…
Descriptors: Behavior Change, Behavior Modification, Behavior Patterns, Behavior Problems
The Effects of Initial Interval Size on the Efficacy of DRO Schedules of Reinforcement.
Peer reviewed Peer reviewed
Repp, Alan C.; And Others – Exceptional Children, 1991
This study examined effect of initial differential reinforcement of other behavior (DRO) intervals on disruptive behavior of nine students with moderate disabilities. Results indicate initial DRO value equal to the mean number of intervals between responses in baseline was much more effective than a value twice that size. (Author/PB)
Descriptors: Behavior Modification, Behavior Problems, Elementary Secondary Education, Intervention
Basing the Treatment of Stereotypic and Self-Injurious Behaviors on Hypotheses of Their Causes.
Peer reviewed Peer reviewed
Repp, Alan C.; And Others – Journal of Applied Behavior Analysis, 1988
Method of treatment of self-injurious behaviors for three severely retarded students (ages six-seven) was selected by matching one of three hypotheses (self-stimulation, positive reinforcement, negative reinforcement) to a judgment concerning cause. Results supported the argument that treatment programs should be based on a functional analysis of…
Descriptors: Behavior Change, Behavior Modification, Clinical Diagnosis, Educational Environment
The Relationship between Instructional Variables and Problem Behavior: A Review.
Peer reviewed Peer reviewed
Munk, Dennis D.; Repp, Alan C. – Exceptional Children, 1994
This paper reviews studies that have used instructional variables as nonaversive interventions for problem behaviors of individuals with severe disabilities. These include student choice of task, task variation, pace of instruction, interspersal of high probability tasks, partial versus whole task training, decreasing task difficulty, and a…
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Classroom Techniques
An Analysis of a Group Teaching Procedure for Persons with Developmental Disabilities.
Peer reviewed Peer reviewed
Repp, Alan C.; Karsh, Kathryn G. – Journal of Applied Behavior Analysis, 1992
This study evaluated the Task Demonstration Model for teaching discrimination skills with three teachers and their students (adolescents and young adults with moderate to severe mental retardation). The intervention required students to respond simultaneously. Students increased their percentage and rate of correct responding as well as their…
Descriptors: Adolescents, Behavior Modification, Demonstrations (Educational), Developmental Disabilities
The Effects of Team-Based Functional Assessment on the Behavior of Students in Classroom Settings.
Peer reviewed Peer reviewed
Chandler, Lynette K.; Dahlquist, Carol M.; Repp, Alan C.; Feltz, Carol – Exceptional Children, 1999
A study examined the impact of functional assessment interventions on appropriate and challenging behaviors of 75 typical children (ages 3-6), 60 children at-risk, and 75 children with special needs. Functional assessment procedures resulted in a decrease in challenging behavior and nonengagement and an increase in active engagement and peer…
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Disabilities